Professional Documents
Culture Documents
Knowledge and understanding of vocabulary Knowledge and understanding of grammar Knowledge and understanding of spelling & punctuation Reading skills
This section tests on pupils vocabulary at either word, phrase or sentence levels. Pupils must have a good knowledge and understanding of vocabulary in order to answer the questions. If there are graphics, pupils must look carefully at the graphics before answering.
Vocabulary
the questions carefully Check on the clue word / words Check all the possible answers
A B C D
Collective nouns (a bouquet of flowers, a troop of soldiers) Adverbial phrases (sleep soundly, more popular than me) Similes (as busy as a bee, as kind as an angel) Phrasal verbs (ran away from home, fell down this morning) Phrasal quantifiers (some books on the table, a few ringgits)
Question 8
(sentence level)
Clue The picture shows a boy and a man making a wooden shelf.
Question 9
(sentence level)
Question 10
(sentence level)
Greetings & saying farewell Introducing yourself or friends Asking for specific objects, permission Greetings during festival Making encouraging remarks Congratulating Offering assistance Seeking and making suggestions
Excusing yourself Making an emergency call Apologising Offering sympathy Inviting someone to a function Seeking clarification, confirmation Showing concern Expressing gratitude
Understand the situation in each picture. Read what the person is saying in each picture carefully. Ask this question, What will be a suitable sentence to respond to what is being said?
If not sure of the answer, read the list of answers given to see if any of them fits the situation. Find a suitable response. To do well in this section, pupils must get used to the different language forms and functions in the English Language.
The relationship between the two speakers. E.g. mother and son, teacher and pupil, two friends, etc. The place in which the dialogue takes place. e.g. in a bus, canteen, house, library, at the playground, etc. The action by one or both the speakers. E.g. receiving prize, looking at an object, waving hands, etc.
The purpose of the words spoken by one of the speakers. E.g. is the speaker making a statement, asking questions or exclaiming a word, etc. The second speakers possible response. E.g. could the response be positive or negative or must it contain information or show politeness?
Remember :
The speech bubble at the top indicates the speech of the first speaker The speech bubble at the bottom indicates the speech of the second speaker.
First speaker
Second speaker
Questions 11 - 15
Question 11
Question 12
Clue second speaker answers No / Question should either start with Is or Are
Question 13
Question 14
Question 15
GRAMMAR
Questions 16-20 Read the questions carefully Study the picture (if any) Look for clue word / words Be extra careful with the tenses.
16 17 18 19 20
Read the instruction. Determine if the question is asking for opposite meaning or same meaning. Read the sentence and choose the best answer.
each suggested answers carefully. If possible, segment the words. Be aware of the spellings of each suggested answers. Choose the best answer that you think has the correct spelling.
each sentences carefully. Listen carefully to the intonation as you read the sentences. Be aware of the capital letters, commas and other punctuation marks. Choose the best answer that you think is correct.
Make sure you know how to use all these properly ( . ) full stop (?) question mark ( ) apostrophes ( , ) comma ( ! ) exclamation mark, ( ) inverted commas, ( A-Z ) capital letters, etc.
at the picture carefully. Ask, What is this picture about? Read the passage at least twice. Underline all the verbs, the tenses used. This will give clues to choose the best answer. Read it again to see if the answers make sense.
READING COMPREHENSION
contains 2 texts for reading in the form of:-
Questions 31 35 (non-linear text) - posters, timetables, TV or movie guides, product labels, notices, advertisements, charts, graphs Questions 36 40 (linear text) - e-mails, dialogues, formal or informal letters, newspaper reports, stories, speeches
the passage quickly to get a general idea of the passage (skimming). Do not waste time on difficult words. Read the questions given (study the needs of the questions).
Read through the passage slowly and carefully a second time (scanning) to find answers to given questions. Underline words or phrases which may help. Read the questions carefully again, paying attention to words in bold /italic or words in quotation marks. (e.g. best / most probably / them in line .)
the options A, B, C and D, cancel the impossible answers. Then, check the remaining options for the BEST possible answer. For the vocabulary question,choose a word that is of the same tense and part of speech as the original word.
a question is difficult, do other questions first and come back to it later. Dont leave any questions unanswered.
asked to select a suitable title for the passage, choose the one which best summarises the passage as a whole
Because many questions have the word because. These questions ask about REASONS, which are WHY questions
Except, not, untrue some of the options contain WRONG details. Check the text and cross out the options that are wrong Most probably, best, main all given choices may be correct in some ways. Think carefully before answering.
Can best be replaced by read the paragraph where the word or phrases is used. Replace it with each option. Choose the one that fits the meaning in the sentence. [Be extra careful with words that have more than a meaning]